The Effect of School Principals' Leadership Styles on Teacher Performance and Organizational Happiness

Abstract

The aim of this study is to examine the relationship between the effect of leadership styles exhibited by school principals on teacher performance and organizational happiness. The research was carried out according to the relational screening design, one of the quantitative research models. The universe of the research consists of 346 teachers selected by the easily accessible sampling method among the teachers working in public schools in the provinces of Istanbul, Silivri and Büyükçekmece. The data were obtained by using the "Demographic Information Form", "The Effect of School Principals' Leadership Characteristics on Teacher Performance Scale" and "Organizational Happiness Scale". Before the analysis, it was determined that the data showed normal distribution, and then frequency, Pearson correlation analysis and simple-multiple regression analyzes were performed. As a result of the analysis, it was observed that the transformational leadership style had a high effect on teacher performance. A moderate and positive relationship was found between leadership styles, which positively affect teacher performance, and organizational happiness. Finally, it has been concluded that instructional leadership behaviors that positively affect teacher performance significantly predict organizational happiness, in addition, the transformational, instructional and visionary leadership behaviors of school principals are a strong factor that predicts teachers' happiness and performance.